scholarly journals Research Courses in Educational Leadership Programs: Relevance in an Era of Accountability

2011 ◽  
Vol 6 (3) ◽  
Author(s):  
Rebecca M. Bustamante ◽  
Julie P. Combs
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Programs ◽  
Research Skills ◽  
Inquiry Skills ◽  
Course Content ◽  
Educational Leadership Programs ◽  
Course Offerings

This study examined master’s degree level research course offerings of 72 university educational leadership programs to examine the relevance of course content to the research skills required of practicing school leaders. Researchers analyzed course titles and descriptions using a classic content analysis approach and the method of constant comparison. The number of research courses required by each program was analyzed descriptively. Findings revealed considerable variation in research course requirements, course titles, and course descriptions between university programs, suggesting a potential lack of consensus on the importance of research skills to school leadership as well as on how these skills typically are identified and described. Analysis of course descriptions indicated minimal emphasis on inquiry skills focused on actual school improvement and program evaluation. This research points to the need for further studies on research course offerings and the inquiry skills needed by practicing school leaders.

Curriculum analysis of educational leadership master’s programs in the university system of Maryland

2020 ◽  
pp. 174114322091825
Author(s):  
Azra Fanoos ◽  
Yuan He
Keyword(s):  
Educational Leadership ◽  
Leadership Style ◽  
Curriculum Design ◽  
School Leaders ◽  
Modern Technology ◽  
Basic Knowledge ◽  
Current Status ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Goals And Objectives

In the USA, university-based educational leadership programs, usually referred to as principal preparation programs, have traditionally been the sole source of preparing aspiring school leaders for the job. In response to criticisms from time to time, the programs have been reformed and redesigned. This research was an attempt to investigate the current status of educational leadership programs regarding their missions, goals, and objectives, the curriculum design, and the incorporation of standards. Findings indicated that the programs’ missions, goals, and objectives focused on the knowledge, skills, and dispositions as articulated in the Interstate School Leadership Licensure Consortium and Educational Leadership Constituent Council Standards in the form of expectations for school leaders. The courses aligned with the standards were designed to equip candidates with the basic knowledge and processes of administration and instructional leadership along with awareness of the current issues, application of research tools to make informed decisions, use of modern technology, and developmental and cultural understanding. Moreover, the internship component of the programs was meant to provide authentic opportunities for candidates to apply theory into practice and to devise and practice their own leadership style

scholarly journals All We Need Is One Mic: A Call for Anti-racist Solidarity to Deconstruct Anti-Black Racism in Educational Leadership

2021 ◽  
Vol 31 (1-2) ◽  
pp. 127-141
Author(s):  
Soribel Genao ◽  
Yaribel Mercedes
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Standard Method ◽  
Educational Leaders ◽  
Leadership Programs ◽  
Preparation Programs ◽  
Theoretical Understanding ◽  
Principal Preparation Programs ◽  
Educational Leadership Programs ◽  
New Vision

In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or one mic of knowledge to increase anti-racist dispositions. Considering the lexicon of whiteness as an assemblage, a racial discourse should be “supported by material practices and institutions,” that prepare educational leaders to examine anti-blackness curriculum that have been embedded as a standard method. We also posit that theoretical understanding of racism as global whiteness from a post-oppositional lens and decoloniality that will challenge the way racism is currently referenced in educational leadership scholarship. Moreover, current global and decolonial research gives way for a new vision of solidarity by humanizing scholarly resistance that cultivates a vision of community that regards differences of knowledge across groups and investigates racist policies and practices in educational leadership programs.

School Leaders in a Time of Accountability and Data Use

2018 ◽  
pp. 235-259
Author(s):  
Evan G. Mense ◽  
Dana M. Griggs ◽  
Julius N. Shanks
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leaders ◽  
High Stakes Testing ◽  
Leadership Preparation ◽  
High Stakes ◽  
Preparation Programs ◽  
School Improvement Plan ◽  
Educational Leadership Programs ◽  
Quality School

School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.

School Leaders in a Time of Accountability and Data Use

2021 ◽  
pp. 1782-1806
Author(s):  
Evan G. Mense ◽  
Dana M. Griggs ◽  
Julius N. Shanks
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leaders ◽  
High Stakes Testing ◽  
Leadership Preparation ◽  
High Stakes ◽  
Preparation Programs ◽  
School Improvement Plan ◽  
Educational Leadership Programs ◽  
Quality School

School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.

Accelerating Character Education Learning Through a Networked Approach: Insights From the Kern Partners for Character and Educational Leadership

2021 ◽  
pp. 002205742110269
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
Educational Leadership ◽  
Character Education ◽  
Leadership Programs ◽  
Improvement Science ◽  
Educational Leadership Programs ◽  
Science Activities

This article explores the utility of networked improvement communities (NICs) as an organizing structure for scaling character education across educational leadership programs through a case study of one network committed to integrating character education across varied institutions and contexts. In examining the improvement science process that guided NIC members’ development and implementation of character education approaches and their perceptions of and participation in NIC activities, this case study offers insights on the promise of structured collaboration across diverse institutions. Furthermore, it identifies the need for NICs to differentiate improvement science activities based on participants’ institutional readiness for character education.

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

scholarly journals Globally-Minded Leadership: A New Approach for Leading Schools in Diverse Democracies

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
School Leadership ◽  
Theory Approach ◽  
Leadership Programs ◽  
Global Migration ◽  
Leadership Attributes ◽  
Educational Leadership Programs ◽  
Technological Advances ◽  
Leading Schools ◽  
Critical Competencies ◽  
Depth Interviews

Global migration, global markets, and technological advances have connected the world at an unprecedented scale and have diversified the communities with which people engage and the schools in which educators teach. This study explores the school leadership attributes that facilitate the learning of critical competencies needed to thrive in a diverse, interconnected world. Using agrounded theory approach to analyze in-depth interviews with eleven practicing school principals, ten globally minded leadership practices emerged from the data. These fell under the constructs of setting the direction, developing people, redesigning the organization, and situating glocally. Findings hold implications for how educational leadership programs and professional development providers can utilize this emerging framework to cultivate globally minded leaders.

“Getting Bruised, Hurting, and Dirty” in School Leadership

2019 ◽  
pp. 18-42
Author(s):  
Peter P. Grimmett
Keyword(s):  
Educational Leadership ◽  
Public Good ◽  
School Leadership ◽  
School Administration ◽  
School Leaders ◽  
The Public ◽  
Cultural Approach ◽  
Recruiting Teachers ◽  
Practice Of Teaching

Two themes, 1) administrative managerialism and 2) human kinship, are used to theorize an effective approach to educational leadership. The first arises from difficulty in Canada recruiting teachers into school administration. The second emphasizes human kinship, where we speak out of our materiality as an earthling. These themes suggest a leadership profile grounded in valuable experience gained in the practice of teaching. The intent of this chapter is to theorize an approach to leadership that emphasizes a sense of calling toward the public good, where school leaders can engage in the action that nurtures a culture encouraging teachers to be responsibly accountable and students to engage in assiduous study. “Careerists” rarely take time to understand the complexities of a symbolic/cultural approach and the author's claim is that we need to select leaders who understand how to infuse the work of teaching with value, meaning, passion, and purpose.

Sign in / Sign up

Export Citation Format

Share Document